Making Authentic Literary Texts Relevant, Meaningful, and Fun in Advanced Beginner and Intermediate Spanish-language Classrooms Laura Graebner Shepin Introduction The incorporation of literary texts in advanced beginner and intermediate level language classrooms (high school Spanish, years 2–4; university Spanish, semesters 2–4) can seem intimidating. Teachers worry about students' ability to understand texts linguistically and to interpret them culturally. Additionally, the thoughtful exploration of literary texts takes time away from other content, specifically grammar and vocabulary, which often seem more straightforward to teach due to the plethora of instructional and assessment tools already available. Lastly, the accessibility of the literary texts found in some text books, and the lack of complete instructional materials for instructors to teach these texts, might discourage instructors from including literary texts in course curriculum. Despite these challenges, it is important to include literary texts at the advanced beginner and intermediate levels for three reasons. First, literary texts present grammar points and vocabulary in context, which actively supports language acquisition, for example, by highlighting the uses of the preterite and the imperfect. Second, literature is the verbal representation of the target culture; literary texts communicate emotions, perceptions, and human experiences in a way a verb chart cannot. A compelling case for the role of literature in the development of world citizens is made by the philosopher Martha C. Nussbaum, who argues that literature simulates a reader's "narrative imagination," which in turn allows the reader to feel empathy for others. Third, successful engagement with literary texts in the advanced beginner and intermediate stages of language study sets students up for continued success in Advanced Placement (AP) courses and upper-division university language coursework. ACTFL's "Guiding Principles for Language Learning" explicitly promote the benefits of literature in the foreign language curriculum. Gillian Lazar argues that authentic literature exposes students to "complex themes and fresh, unexpected uses of language" and is "more absorbing than the pseudo-narratives frequently found in course books" (15). Similarly, Jonathan P. A. Sell encourages L2 teachers to reject fiction authored specifically for the language learner in favor of authentic literary texts, citing its representation of language and culture to be more genuine, and ultimately, more beneficial and interesting to the learner. A well-chosen literary text "can be an effective tool for stimulating and achieving language learning and equipping learners with relevant linguistic and socio-cultural competence" (91–92). In addition to the linguistic authenticity of literature, its emotional authenticity is motivating to the reader and demands a "personal response" (Kousompou 75). In considering specifically how to approach teaching literary texts, Sanju Choudhary describes two approaches for L2 literary analysis. The first of these, reader-response, "demystifies" literature by encouraging readers to make personal connections. The second is a language-based [End Page 313] approach, which focuses language instruction and production related to the literature. Both strategies, he concludes, have value. Lazar's Literature and Language Teaching: A Guide for Teachers and Trainers provides many resources to guide teachers through the selection of texts and activities to support language acquisition, comprehension, and oral fluency in L2 learners, including those at the lower levels. Janet Swaffar and Katherine Arens's chapters 3 and 4 are also particularly useful resources for the selection and instruction of literature at the lower levels. Selecting and teaching a literary text successfully requires, like all good teaching, thoughtful and intentional lesson design. Teachers need to ask the following questions to understand the challenges the text presents to students and to identify the goals the teacher has for student learning: 1. Is the text thematically appropriate? The text must be relevant and accessible to the audience; relatable themes will lead to student success, whereas abstract, philosophical, or overly mature themes will tend to frustrate them. Sometimes the most canonical literary works are not the best fit for advanced beginner and intermediate students. 2. What vocabulary and grammar will students need to know to understand the text? What words and language structures do students already confidently know? What vocabulary and grammar can they be expected to decode on their own using reading strategies such as context clues and cognates? What vocabulary and grammar will need to be glossed...
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Open Access
Dec 1, 2019
Mohammadreza Sharif 
